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Class 

Bonk 



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Story Telling with the Scissors. 


New York. 


By M. HELEN BECKWITH. 

(\ 


IS99 

SPRINGFIELD, MASS.: 

MILTON BRADLEY COMPANY. 

Atlanta. Kansas Gty. 


















s 


(Table of Contents. 


Page 

INTRODUCTION.4 

THE DAYS OF THE WEEK— 

Monday,.6 

Tuesday,.8 

Wednesday,.10 

Thursday,.11 

Friday, . . ..12 

Saturday,.13 

Sunday, .14 

A RHYME FOR BABY.15 

AUTUMN— 

Fruit Vender,.17 

Leaves,.19 

Fruit,.20 

Nuts,.21 

Squirrel,.22 

Birds,.23 

Hallowe'en,.24 

THANKSGIVING— 

Landing of the Pilgrims, • • • 25 

Colonial Days,.26 

Fowls,.28 


Page 

CHRISTMAS— 


The Christmas Tree, 





29 

Christmas Toys, 





30 

A Letter to Santa Claus, 




31 

SNOW, .... 





33 

TIME, .... 





34 

TRADE LIFE— 

The Miner, 





36 

The Blacksmith, 





38 

The Shoemaker, 





40 

The Carpenter, 





42 

The Wheelwright, . 





43 

THE LIGHTHOUSE, 





44 

BOBBY SHAFTOE, . 





45 

SPRING— 

Chickens and Ducks, 





48 

Fishes and Turtles, 





49 

Spring Games, 





50 

Flowers, 





52 

Butterflies, 





54 

Gardening, 





55 

ARBOR DAY, . 





56 

BIRD DAY, 





58 

LITTLE BOY BLUE, 





60 

PATRIOTISM, • 





62 





























3ntrobuction 


HE pleasure some little children have taken in 
free-hand paper cutting during the past two 
years has led to the preparation of this little book. 
It is hoped that kindergarten and primary teachers 
who have not tried this occupation with the little ones 
may be induced to do so, and that it will be helpful 
to mothers in answering the oft-repeated question, 
“ Mamma, what can I do now?” 

The illustrations are not to be used as copies by 
the children, but are to serve as suggestions for them 
and for the teachers. 

Free-hand cutting is not to take the place of 
modeling, drawing, or painting, but is to supplement 
all of these, and afford another method of expression. 

In modeling, with little children, we construct 
the object, in drawing we represent the outline, and in 
painting we emphasize its color. 

In cutting, the child looks at an object and cuts 
its “ front view ” from paper with scissors. He rep¬ 
resents its plane surface, and is led to see objects in 
mass rather than in detail, a habit of great value in 
drawing. He also cuts from dictation, from memory, 
and illustrates stories. This requires concentrated 
attention, clear imaging, and connected thought. 

MATERIALS. 

Scissors. — Pointed ones are best, and there is 
little danger of children injuring themselves with 


them—especially when they are old enough to go to 
school. Blunt ones will do very well, however. 

Paper. —White, or manila drawing paper, or the 
unruled “pencil paper” usually included in school 
supplies. Colored paper is always attractive to chil¬ 
dren, but it is wise to use it sparingly, except for 
backgrounds. The results are usually inartistic, so 
much better color effects can be produced with water 
color or colored chalk. 

Mounting Sheets. — Coated papers in soft, deli¬ 
cate colors are prettiest; engine colored papers (alike 
on both sides) are very good, while common brown 
wrapping paper is not to be despised and is cheapest 
of all. 

Paste. —Add a tablespoonful of gum tragacanth 
to a pint of cold water. Let it stand for ten or 
twelve hours and it will be of the consistency of jelly. 
Add a few drops of oil of cloves and it is ready for 
use. Each child may be given a little of the paste on 
a piece of thick paper, but this method is a waste of 
time and is always inconvenient. Procure, if possi¬ 
ble, some of the little brown glass jars with metallic 
covers that druggists use for ointments. They cost 
but a few cents each when bought in quantity. Let 
each child keep one filled with paste in his desk; give 
him a flat wooden cigar lighter or a toothpick for a 
paste stick, and he is ready to mount his cutting at a 
moment’s notice. 









INTRODUCTION. 


THE FIRST LESSON. 

Choose an object familiar to all, simple in outline, 
and large enough to be easily seen, e. g. an apple, a 
pear, a pitcher, a cup. Question as to size and form; 
let the children show with their hands how wide it is, 
how tall, where it is the smallest, where the largest. 
Then, with no pencil lines or outline of any kiud, let 
them cut from the uncolored paper, previously dis¬ 
tributed, the shape of the object. Be sure and cut 
with the children, showing them that you do not make 
unnecessary “ scraps.” Don’t be too critical of first 
attempts, but discourage the cutting of tiny things. 
The best results may be pinned up on the wall, or 
mounted on colored paper. Later, when the hand is 
under better control, let each child mount his own 
cuttings on a colored mounting sheet. This will teach 
neatness, arrangement and proportion. 

Lessons in dictation and cutting from memory 
should follow. “Cut the pear we drew yesterday; 
cut the pumpkin we painted this morning; cut two 
kinds of leaves, three kinds of fruit,” etc. 

“ What is mamma doing to-day? Washing? Let 
us sing 4 This is the way we wash our clothes.’ What 
does mamma use? You may cut the things, paste 
them on this paper, and take them home to her.” 

“ How many have a baby at home? What does 
she like to play with? Cut her dress, her shoes, her 
playthings.” 


“ Tt is growing cold. I saw a flock of birds flying 
south this morning. Cut and paste them for me.” 

“Cut me the things you saw on your wav to 
school this morning; cut something you have at home 
and see if I can guess what it is.” 

Again, show them that by cutting straight in from 
the edge of the paper and following the outline one 
has in his mind—not drawn on the paper —the outside 
margin can be cut in one piece. This margin may 
then be joined so neatly that the one seam will hardly 
show. Mount both the cutting and the margin, and 
you will have two pictures with opposite effects in 
color. Simple stories may be written on the black¬ 
board for children to read and illustrate for seat work; 
leaves may be cut and mounted for borders, and num¬ 
ber problems may be solved. 

Older children can do very effective work in paper 
cutting. One school at least has made very artistic 
posters to advertise a little dramatic entertainment, 
the proceeds of which went to buy pictures for the 
school. But it is for the little folks that this book is 
prepared, so as it is easier for them to cut the differ¬ 
ent objects in the stories, these have been suggested 
in the illustrations of the simple rhymes. These jin¬ 
gles follow the seasons; and common, every-day sub¬ 
jects that are in use in all kindeigartens and primary 
schools have purposely been selected. 












MONDHY. 

Ttys is tt\e -Way v>e ■was]} our clothes, 

Wasl\ our clothes, \^asl) our clothes, 
Ttys is tl\e \Jay vJe -wasl\ our clothes, 

So early Monday rr\ortyng. 













TUESDAY. 

Tl\is ts ti\e way We iron our clothes, 

Iron our clothes, iron our clothes, 
Tl\is is ti\e Way We iror\ our clothes, 

So early Tuesday morning- 








9 







WEDNESDAY. 

Wednesday con\es and our clothes are aired, 
Clothes are aired, clothes are aired, 
Wednesday coines and otir clothes are aired, 
find now we’ll do our mending- 











Thursday con\es ar\d our worK is done, 
Now We’ll go out calling. 










FRIDAY. 

T!\is is tl\e Way "We sweep and dust, 
Sweep and ddst, sweep arid dust, 
TI\is is tt\e way we sweep and dust, 

So early Friday morning. 






13 



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SATURDAY. 

Tl\is is tl\e 'Way we baKe our food, 
BaKe our food, baKe our food, 
Tl}is is ti\e way we baKe our food, 
So early Saturday ir\orr\irig. 






SUNDRY. 


Ttys is tl\e Ctyirci} wt|ere we always go, 
HlWays go, always go, 

Ttys is tl\e Ctyircl} w*\ere -we always go, 
Every Sunday rriortyng. 








Tt\is is tl^e baby 
So sl\y and sweet; 


« LooK at t\er dear 

Little siiriboririet, too. 

















Here are purple pluir\s so sweet, 

Pluir\s so sweet, plurrys so sweet, 
Here are purple plUnqs so sweet, 

Ky fair lady. 














FRUIT. 


20 






















22 



SQUIRREL. 


day as Mr. Squirrel -went Up I\is tree 
to bed, 

large l\icKory r\ut fell Upon 
l\is l\ead. 

‘Hltl\oUgL I'm very for\d of r\Uts, Mr. 

Squirrel tl\eri did say, 

‘ I'd very rr\UcL father tl\at tl\ey did not 
corqe tl\at ■way’." 

From Small Songs for Small Singers. 

By permission of G. Sckirmer, pub. 












HALLOWE’EN. 


TI\ree little bunnies, 

• Out for a run 

In tt\e bright moonlight. 




■Dear,” said tt\e little one, See its big teetfy 

“Wliat is tl\at And eyes so bright I" 

Sitting on tl\e fence Tl)en liorne tljey ran 

WitL ctieeXs so fat ? Witl\ all tl\eir rnigl\t. 














COLONIAL DAYS. 


26 







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CHRISTMAS TOYS. 



See tt\e pretty Christmas toys 
For tt\e I\appy girls arid boys. 










31 


R LETTER TO SflNTR CLAUS. 

'Tivas just before Christinas, arid M.otl\er 
Goose said, 

One riigiyt MJl\er\ tt\e children had all gone 
to bed, 

‘R letter to Santa I surely rqust v^rite 
find send it to Northland this very nigh*-” 


A 


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So slie put on h er glasses and tooK doivn 
her pen, 










Rr\d boots for Boy Blue—I\is s!\oes are so old 
I very rnucl\ fear tl\e cl\ild -Will taKe cold. 





32 


Tl\ey n\ay l\ave a fe-W toys, but I can't 
stand a din; 

R book and a ball, a top tl^at 'Will spin; 


Or a boat witi\ a sail, but no "Whistle or fife, 
I’ve l\ad quite noise enough for tl\e rest 
of iny life. 




Bring a soldier’s cap for tl\e Piper’s son, 
You Kno^ last year you brought a drurq— 
find 'twas rub-a-dub-dub till I tl\oUgl\t 
I should die; 

No'W let rqe l\ave quiet—dear Santa, 
good-by T” 










r SNOW. 

j, 

“Here is a snowflake, dainty and -Wt\ite, 
Wandering fron\ tl\e sky; 
it floats like a feather, airy and ligl\t, 
Down frorq tl\e clouds on l\igl\. 
Open tl\e window and let it con\e in; 

Stay, pretty wanderer, stay; 
fl beautiful raindrop it once l\as been, 
Soon it will n\elt away.” 


A 







34 


TIME. 

" Tick-tock, tl\is is tl\e Way- 
Goes tl\e penduluin riigJ\t arid day, 
Tick-tock, tick-tock, never ceasing says 
tl\e clock. 

Tinqe for work and tin\e for fun, 

Tiine to sleep Wl\en day is done, 
Tick-tock says tt\e clock. 

Tirne to rest eacl\ little l\ead, 

Tin\e tf\e children were in bed." 







35 










TRADE LIFE. 

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37 















THE BLACKSMITH. 


38 


"Ho, Rider! l\o, l)o! 

No logger can your ijorse go. 

I tell you, sir, sh(e •Wants a sl\oe, 

Tl\e blacKsrnitli l^e will n\aKe it you. 
Son\e nails to l\old it on l\er foot 
Tl\e blacKsinitl! now for you will put, 
Tiien, Master Rider, 

You can again bestride l\er. 

Tl\en, Master Rider, 

You can again bestride l\er. 

» ~ 











THE SHOEMHKER. 

“ There’s a Wee little rqan in a queer little 
l^oiise, 

Lives over tl\e 'Way, yoxl see, 

Rr\d l\e sits at l\is -window and sews all day, 
Matins siloes for yon and n)e. 


40 


From Song's of the Child World. 

By permission The John Church Ct., pubs. 














THE CARPENTER. 

Witt\ n\y carpenter’s tools 
I arr\ 'WorKing av^ay; 
Sl\all I ir\aKe you a l\oiise 
Or a barn to-day? 























THE LIGHTHOUSE. 









BOBBY SHAFTOE. 

Do you reir\eir\ber tl\e story old 
Mother Goose so often told, 

Of Bobby Sl\aftoe, Wi\o -went to sea 
Witl\ silver buckles on l\is Knee. 

Pretty Bobby Sl\aftoe? 

In tl\is little sl\ip l\e sailed aWay, 

Tl\e day ’Was fair and tl\e sun sl\one gay, 
But in Bobby’s eye tl\ere glean\ed a tear 
Hs l\e bade good-by to lps n\otl\er dear, 
Loving Bobby Sl\aftoe. 



45 




For n\any days l\e saw no land, 
Nothing but Water on either K^nd, 
Witl\ now and tl\en a bird or two 
LiKe a tiny specK in tl\e sKy so blue, 
Lonely Bobby Sl^aftoe. 







But no voyage can last forever, you Know, 

Hr\d one n\orr\ing tl\e pilot cried "Land 
ol\ l\oT” 

H 'Wonderful country it proved to be, 

Witti tfye biggest windmills you ever did see. 

Happy Bobby Sl\aftoe. 

But a Windy place it Was, I declare, 
find every day wt\en tne Weather was fair 
Eacl\ boy you would see out flying a kite; 
Bob joined in ti\is fun Witl\ all l\is rqiglit, 
Jolly Bobby Sfyaftoe. 



But in a couple of days l^e sailed away 
To Chinatown, n\any n\Ues away. 

Here i\e bought for l\is sister an elegant fan. 
And laughed wt\en tl\e boys called l)iin 
"Melican inan-” 

Merry Bobby Sl|aftoe. 










47 

He bought for tys n\ott\er a eldest of tea, 

Arid a cup and saucer fair to see; 

Tt\en f\e visited lands of every cliine 
Tl\at are told in story or sung in rl\yine, 

Roving Bobby-Sl\aftoe. 



But tl}e strong east -wind -Was always t\is 
friend, 

And it carried I\iin safe to l\is journey’s end. 
Glad Was l\e wf\en lie saw once n\ore 
His awn dear l\on\e and native sl\ore, 

Tired Bobby Sliaftoe. 


















0 

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SPRING. 

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FISHES. 

See tl\e little fishes 
Ir\ tl\e brooK at play, 
Gliding tl\rougl\ tl\e \&iter 
Always bright ar\d gay. 


49 







50 














52 









Hi\d every little bud did say, 

'Dear children, bless tl\is trappy day, 
For all tt\at sleep sl\all 'sVaKe son\e day, 
fit l\appy Easter-tirqe 















56 

ARBOR DAY. 

























BIRD DAY. 

jtj, 

“Do you ne’re tl\inK what wondrous beings 
these ? 

Whose habitations in the tree-tops even 
fire half-way houses on the road to heaven T 
ThinK every n\orning when the sun peeps 
through 

The din\. leaf-latticed windows of the grove, 
How jubilant the birds are. 

Reineinber, too, ’tis always n\ornins some¬ 
where, 

find froin shore to shore 
Soinewhere the birds are singing evermore." 












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61 


Tt\e larnbkins, full of frolic and fun. 

Ran into ti\e rqeadow one by one; 

H jolly tin\e tt\ey l\ad, no doubt, 

Witl\ no st\arp-eyed boy to drive tl\en\ out. 


For not till tl\e stars began to peep 
Did little Boy Blue wake fron\ i\is sleep. 
Oil! t\is father scolded l\in\ well, tl^ey say, 
For all tl\e n\isct\ief done tl\at day. 







PATRIOTISM. 

“Our country 'tis Hn\erica, 

Our flag red, White arid blue, 

Hnd to tl\e land of Washington 
We ever •will be true. 

Tl\en Wave the flag and Wave again, 
Hnd give three loud hurrahs 
For our beloved Hn\erica, 

Hnd for the stripes and stars." 
















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